Spanish Levels 2-3

Spanish Levels 2-3

Spanish II and III is a broad course designed to introduce the student to all aspects of foreign language study. Grammar, reading, writing, speaking, and listening skills are included. Cultural information is provided and taught throughout the duration of the course.

Students will do research on various cultural topics. This is achieved through group, partner and individual practice depending on the subject. We place emphasis on conversation, vocabulary, and correct usage of the language. 

Correct pronunciation and oral proficiency are primary goals. This requires a daily focus on listening and speaking. The classroom experience will provide an appreciation and development of cultural awareness through various readings, media resources and authentic materials.

Our curriculum is based on ACTFL comprehension input suggested by the USBE, following the Utah World Language Core Standards for Proficiency. Additionally, the American Heritage Language Department included some activities that will help the students to immerse themselves in the language and get closer to the Savior through the Gospel principles.

Our Approach to World Languages

The approach to teaching World Languages at American Heritage School is based upon three primary goals. First, we desire to expose students to a diverse variety of cultures, ethnic traditions, and societies throughout the world. As is taught in the first of our Seven Principles of Liberty, we want students to learn to see that “all people are children of our Heavenly Father. Each child of God and all of God’s creations have a unique, divine purpose.” Second, we desire to expose students to different languages because of the long-term cognitive benefits of linguistic awareness and linguistic analysis. Third, we desire to expose students to different languages because it removes the fear of learning new languages and helps children believe that new language acquisition is not only possible, but also fun and exciting. In three words, these goals are tied to the “culture, cognition, and confidence” benefits that world language instruction provides. We also recognize that proficiency or even fluency are additional goals that some families have for their children. We have made thoughtful and measured allocations of school resources, class time, and student homework time to accomplish the three goals outlined above. We want to be clear that we do not expect our students to become proficient or fluent in a second language based purely upon these allocations of time and resources; however, where students and families would like to pursue language acquisition more than what is offered in our curricular courses, we encourage them to take advantage of extracurricular world language opportunities and resources available at AHS and elsewhere.